Robinson, Bua, Cabrera_Review

Article
by Evan Robinson
FILE
TIME SUBMITTED 10-APR-2014 10:09PM
SUBMISSION ID 415579156
WORD COUNT 1711
CHARACTER COUNT 9647
OODLE_TEMP_TURNITINTOOL_1895670765._16525_1397192981_100454
.DOCX (43.79K)
A review of . . .? need review in title
strong start--just increase clarity as
indicated below
not pancreatic?
move into subtypes
due to what?
This paper will review what ?
good intro!
Which? Whose?
by whom? cite
Which?
How do
your
models
clarify this if
they're not
naming
names?
Maybe just
cite [4]
again.
Soooo clear!! :)
Which?
by whom?
use descriptor before noun
cite
coherence is
weaker in
these first two
sentences.
looks good, but typical
reference pages often
indenct the second and
later lines in each entry.
You didn't include your
journal's instructions, so I
can't tell if this is the case
for you.
FINAL GRADE
90/100
Robinson, Bua, Cabrera_Review Article
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Text Comment. A review of . . .? need review in title
Text Comment. strong start--just increase clarity as indicated below
Text Comment. not pancreatic?
Text Comment. move
Text Comment. into subtypes
Text Comment. due to what?
Text Comment. This paper will review what ?
PAGE 2
Text Comment. good intro!
Text Comment. Which? Whose?
PAGE 3
Text Comment. by whom? cite
QM
QM
Run-on
Run-on sentence:
The sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.
Text Comment. Which? How do your models clarify this if they're not naming names? Maybe
just cite [4] again.
Text Comment. Soooo clear!! :)
Text Comment. Which?
Text Comment. by whom?
PAGE 4
||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel form. All expressions that are similar in content and
function should be expressed similarly.
Text Comment. use descriptor before noun
Text Comment. cite
PAGE 5
Text Comment. coherence is weaker in these first two sentences.
PAGE 6
Text Comment. looks good, but typical reference pages often indenct the second and later lines
in each entry. You didn't include your journal's instructions, so I can't tell if this is the case for you.
PAGE 7
RUBRIC: REVIEW ARTICLE RUBRIC
AUD. & PURP.
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
SOURCES
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
BALANCED ARG.
ABSENT/BELOW
BASIC
DEVELOPING

Advanced
SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.
Audience's needs are often not recognized: terms and ideas either need explanation or are
over explained and language needs adjustment for the journal's audience. Purpose (to
familiarize readers with research regarding a contemporary subject of interest) isn't clear or
achieved.
Shows some attention to audience's needs, sometimes defining necessary terms and ideas
and using audience-appropriate language. Purpose (to familiarize readers with research
regarding a contemporary subject of interest) may be unclear at times, and it may not be
achieved convincingly.
Usually shows attention to audience's needs, defining necessary terms and ideas and using
audience-appropriate language. Purpose (to familiarize readers with research regarding a
contemporary subject of interest) may be implied, but it's clear and achieved.
Shows sophisticated attention to audience's needs, defining necessary terms and ideas and
using audience-appropriate language. Purpose (to familiarize readers with research
regarding a contemporary subject of interest) is clear and achieved with style.
Developing
SLO #2: Find, evaluate, select, synthesize, organize, ethically cite, and present information from a variety of
sources appropriate to their disciplines.
Fails to use MLA- or APA-style parenthetical citations, quotation marks, and works cited list
as specified by journal. Frequently uses irrelevant or unpersuasive sources.
A few errors in MLA- or APA-style parenthetical citations, quotation marks, and works cited
list. Sometimes uses irrelevant or unpersuasive sources.
Almost always uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specified by journal. Use of sources is usually relevant and persuasive.
Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works cited
list as specified by journal. Use of sources is always relevant and persuasive.
Proficient
SLO #3: Compare, contrast, and synthesize carefully and objectively the relative merits of alternative or opposing
arguments, assumptions, and cultural values.
Fails to demonstrate similarities and differences between research of different scholars. May
be biased in presentation of research. Descriptions of research may be unclear.
Sometimes demonstrates similarities and differences between research of different
scholars. Attempts to synthesize this research carefully and objectively. Some descriptions
may be unclear.
PROFICIENT
ADVANCED
ORGANIZATION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
PERSUASION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
DESIGN
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
Usually demonstrates similarities and differences between research of different scholars
with clarity. Synthesizes this research carefully and objectively. Describes the research,
usually noting objectively merits of various procedures.
Demonstrates similarities and differences between research of different scholars with clarity
and sophistication. Synthesizes this research carefully and objectively. Describes the
research, noting objectively merits of various procedures.
Advanced
SLO #4: Organize ones thoughts and communicate them clearly to address a rhetorical situation. Employs IMRAD
structure where appropriate.
Organizational devices (headings, topic sentences, transitions) may be absent, unrelated to
the prompt, or illogically connected. Ps are usually not unified or organized.
Organizational devices (headings, topic sentences, transitions) fit the prompt, but may be
vague, too broad, or inconsistenly or illogically linked. Ps may not be unified.
Clear, specific organizational devices (headings, topic sentences, transitions) fit the prompt
and tie ideas together adequately.
Clear, specific organizational devices (headings, topic sentences, transitions) fit the prompt
and tie ideas together logically and seamlessly.
Advanced
SLO #4: Communicate clearly and persuasively to address a rhetorical situation.
Inadequate, inappropriate, or irrelevant reasoning and evidence.
Over uses or under-analyzes evidence. May omit reasoning and include some irrelevant or
unpersuasive evidence.
Usually supports paragraph claims with persuasive reasoning and credible, relevant,
analyzed evidence.
Supports paragraph claims with relevant, thorough, and insightful reasoning and analyzed
evidence.
Advanced
SLO #5: Recognize, evaluate, and employ the features and contexts of design that express and influence meaning
and that demonstrate sensitivity to gender and cultural differences.
Tone and/or design usually suggest/s an absence of awareness of audience and/or generic
conventions.
Tone and/or design are/is sometimes inappropriate or unconventional.
Appropriate tone and design conform to assigned audience and genre.
ADVANCED
LANGUAGE
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
COLLABORATION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
Sophisticated tone and design engage reader and conform to assigned audience and genre.
Proficient
SLO #5: Recognize, evaluate, and employ the features and contexts of language that express and influence
meaning and that demonstrate sensitivity to gender and cultural differences.
Spelling, syntax, diction, or punctuation errors impede readability.
Spelling, syntax, diction, or punctuation errors impede readability or otherwise distract from
meaning.
Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Outstanding control of language, including effective diction and sentence variety.
Advanced
SLO #6: Improve ones own and others writing skills through the assessment and critique of written works.
Team's work seems to have been cobbled together: there may be rough transitions or
repetition among sections. Language often shifts from paragraph to paragraph. No evidence
of collaboration at the revision stage.
Team's work seems to have been cobbled together without a smoothing of transitions.
Language often shifts from paragraph to paragraph. Collaboration may have been minimal at
the revision stage.
Team's work is usually effectively meshed. Language is usually similar throughout
document. Collaboration has occurred at the revision stage.
Team's work is clearly and effectively meshed. Language is similar throughout document.
Collaboration is obvious and effective.